<span style="font-family: Times New Roman; font-size: small;"> </span><p style="margin: 0in 0.5in 0pt; text-align: justify;" class="MsoNormal"><span style="font-size: 10pt;"><span style="font-family: Times New Roman;">Participation in extracurricular activities has long been recognized as having important benefits for business students, including the development of competencies relevant to future career success.<span style="mso-spacerun: yes;"> </span>Unfortunately, a review of the literature suggests that what constitutes an extracurricular activity remains ambiguous and unclear as no generally-accepted definition has been established in the literature.<span style="mso-spacerun: yes;"> </span>Instead, the meaning is often described in terms of examples.<span style="mso-spacerun: yes;"> </span>It is argued that the lack of a definition hampers research because it does not allow for proper classification of activities.<span style="mso-spacerun: yes;"> </span>The purpose of this study is to address this gap through a review of the relevant literature.<span style="mso-spacerun: yes;"> </span>Based on the review, definitions for extracurricular and co-curricular are proposed along with additional clarifications.<span style="mso-spacerun: yes;"> </span>Implications for scholars and academic advising are also provided.</span></span></p><span style="font-family: Times New Roman; font-size: small;"> </span>

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The use of social media by both the business community and the general public at large has become almost ubiquitous. With regard to business use, a survey of European and U.S. firms conducted by Insites Consulting (2011) revealed that approximately 88% of the firms had begun to undertake social media initiatives with nearly 42% of these having fully integrated social media into their business strategies (as reported in Rapp, Beitelspacher, Grewal, & Hughes, 2013; see also Insites Consulting, 2011). Similarly, in their survey of Fortune 500 firms, Smith, Blazovich, and Smith (2013) found that more than 80% of responding companies used social media with a majority using at least three different social platforms. The survey also found that most of the firms (>70%) use Twitter and Facebook and almost 60% utilize YouTube. LinkedIn was a distant fourth with less than 30% of firms reporting usage. Although not conclusive, these results indicate that social media is an integral part of current business strategy (Smith et al., 2013). Aside from the business use, there is strong evidence that the general public has also embraced social media. Friedman (2014), for example, reports that Facebook now has 1.3 billion users. Other social media sites are also growing in popularity among the general public (Friedman, 2014). For example, Bennett (2012) reports that LinkedIn has 135 million users in more than 200 countries, and Bercovici (2014) reports that in 2013 there were 182.9 million Twitter users. Taken together, the evidence indicates that social media is an important communication mode for both businesses and the general public. Given its widespread and growing acceptance, it would seem natural that social media would begin to be integrated 588110J MDXXX10.

A latent variable structural equation model describing the relationship between managerial actions, group cohesiveness, and selected job-related outcomes was developed and tested using a sample of travel agents. The results of the analysis indicated that cohesiveness influences a variety of salient outcomes, including organizational commitment, job satisfaction, motivation, and role stress. Consistent with some prior research, the relationship between cohesiveness and selling performance was not significant. The results also showed that management actions in the form of task-oriented and relationship-oriented leadership directly influence cohesiveness. Managerial implications are discussed.

Although student evaluations of teaching (SETs) have been the subject of numerous research studies, the salience of SET items to students has not been examined. In the present study, the authors surveyed 484 students from a large public university. The authors suggest that not all items are viewed equally and that measures of item salience can differ on the basis of student characteristics such as gender, class year, and major. The authors provide a discussion of these findings and recommendations.